Inteligência Artificial e Proposição de Problemas: Experiência na Educação Básica

This article aims to analyze the potentialities and limitations of using ChatGPT in mathematics classes in a 7th grade class at a public school in the state of Pernambuco. In this sense, we base theoretically on the Exploration-Solving-Posing Proposition (ESP) methodology and in the writings on digital technologies by Borba. The mathematical concept to be built was 1st degree equations with an unknown through the ESP allied to the software “Bing: Conversa IA & GPT4”. The methodology of the work presented here is qualitative, more specifically Pedagogical Research. It was possible to verify from the evidence that: Artificial Intelligences are possibly the sixth phase of digital technologies; that ChatGPT was unable to enhance the teaching of mathematics in this experience due to some facts, among which we can highlight that students did not have textual interpretation habits and this contributed to the failure to achieve the expected result; even though the Chatbot can be used to attract the student's curiosity to the content being worked on, social-economic-political factors are still a strong interference in the process in search of positive results.